Titlebook: Research in Early Childhood Science Education; Kathy Cabe Trundle,Mesut Saçkes Book 2015 Springer Science+Business Media Dordrecht 2015 ea

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Too Little, Too Late: Addressing Nature of Science in Early Childhood Education,n can be incorporated into science lessons in a variety of ways, and there are also a number of options for assessment. Empirical research, not mere opinion, must govern conclusions as to the most effective teaching and assessment methods.

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Development of Science Process Skills in the Early Childhood Years, Second, we focus on . – or the process skill of asking questions. Next, we review process skills aimed . – what young children understand about investigation by examining what they know about using experiments and how they interpret patterns of data and use evidence. Finally, we consider some educa

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Physical-Knowledge Activities for the Development of Logico-mathematical Knowledge, graders. Both groups came to first grade without any number concepts, but one group received traditional math instruction while the other group engaged in physical-knowledge activities during the math hour for half a year. The second group did much better in mental math as well as in solving word p

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Science and Literacy: Considering the Role of Texts in Early Childhood Science Education,current early childhood classrooms. Further, early childhood teachers appear reluctant to include such texts in common early childhood instructional practices, such as read alouds; this may be due to their own insecurities regarding science instruction. Given the importance of inquiry science, multi

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Role of Play in Teaching Science in the Early Childhood Years,ies can be integrated to support young children’s learning of science. Learning cycles are suggested for the integration of play with inquiry-based science learning. Recommendations for future research are provided.

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A Modeling-Based Inquiry Framework for Early Childhood Science Learning,iry discourse helps children learn to articulate physical science models and develop an understanding of models and modeling in the science classroom, illustrating several dimensions of the framework including: articulating a model; identifying evidence with which to make a prediction; communicating